4. Whether individual differences in ambition, interest, and industry, in so far as they influence accomplishment, are due to special tendencies, or whether they are learned manifestations of a more general heritage. 5. How these proclivities, specific or general, are related to intelligence. Points 1 and 2 are problems of procedure which must be evolved from our existent knowledge of measurements and statistics. Points 3, 4, and 5 are problems which must be solved from the evidence resulting from an experiment in classification using these methods. Points 4 and 5 introduce the vexed question of whether there is a “general factor” or some general inherited cause of disparity in school product other than intelligence. Should reading ability prove to be the result of certain inherited abilities, or predisposition to abilities, we could not use a measure of mental ability alone as the guide to what a child could attain in reading. If intelligence, however, were the only inherited prognostic factor of school achievement, we could mark the education which had functioned in the child’s life by the percentage which the actual accomplishment of the child was of the maximum accomplishment of which he was capable at that stage of his mental development. So, too, if interest in particular subjects and ambition are not mainly the result of rewards and punishments of early life, but are themselves significantly rooted in the nature of the child, we could not condemn or commend curricula and methods upon a basis of the ratio of resultant accomplishment to mental ability, but must include a measure of this potentiality. The practical queries whether or not a child can do reading as well as he does arithmetic, whether his ambition and his honesty have their origin in the same strength or weakness, can be answered only when these problems are fully solved. The immediate consequences of knowing that a child can usually be taught to read if he does other tasks well is of obvious import. It would be of great service, too, to know whether lack of application can be corrected so as to bring concentration to the level of the other traits. If a child is normal in other ways and not in his tendency to respond to the approval of others by satisfaction, can this “drive” be increased or reduced to the average, or are individual differences in specific original tendencies basic to development of character, and if they are, how much influence do these differences exert upon school accomplishment? In order to classify children and comprehendingly watch and control their progress we must know the relation of achievement to the inherited bases upon which it depends. We must be able to state a child’s progress in any one school subject in terms of the potential capacity of the child to progress. We must know the inherited determinants of disparity in school product. PART II STATISTICAL TREATMENT OF THE EXPERIMENT In the discussion and tables which follow: